Diploma - Successful Practices - Oregon Department of Education

News

Calendar

Home > Grade Level > High School > Oregon Diploma > Diploma - Successful Practices

Successful Practices

The intention is that the Oregon Diploma will stand for high standards and will blend the best efforts from the past 15 years under a single, unified degree that is more rigorous and meaningful for all students. Many requirements already in place such as the Education Plan and Profile, Extended Application, and Career-Related Learning Experiences will continue to be part of the diploma.

A number of schools and districts in Oregon already have policies and practices in place around these, and other components of the diploma that are generating success for students. While each program is designed to meet the unique needs of its student population, all can serve as examples for districts seeking guidance.

Closing the Achievement Gap (CTAG)

The Academic Achievement Gap describes the gap in achievement that often exists between low income or minority students and their peers. Each year, schools from around the state are recognized for their outstanding work in closing the achievement gap.

Credit for Proficiency

Credit for Proficiency Pilot Project
In the spring of 2004, seven districts began working with the Department of Education to pilot the implementation of proficiency credit options over a two year period.
Credit for Proficiency Video Resources
Teacher and student voices are important to hear as districts move forward in proficiency-based teaching and learning. The videos on this page encompass presentations from the Superintendent’s 2008 Summer Institute, the September 2008 State Board of Education and the 2009 diploma implementation DVD funded through the Bill & Melinda Gates Foundation.

Spotlight on Success: What’s Working in Oregon High Schools?

This document is the result of a research study conducted during the 2007-2008 school year. It was designed to tell the stories of selected Oregon high schools that were having some success in implementing innovations and practices, and were making a difference in student’s learning, meeting standards, and feeling connections to their schools.